In Scenario 2, some students in physical buildings with some virtual.

  • A combination of virtual learning and/or face-to-face instruction is implemented.

  • Certified teachers deliver curriculum.

  • Mental health and social-emotional supports are put in place for all students

  • Implement universal safety measures and social distancing practices to keep students, families and staff safe, as needed.

Internet Access


  • Give teachers ideas for working with students/ families who do not have access to the internet, such as the options below: 
  • Create a schedule of dedicated times for students and families needing to use the internet at school - Things to consider:
    • Who will handle the requests?
    • How will they flow?
    • Cost
    • Ability to access without Internet (e.g. families need to reserve a spot via phone)
    • Ease of access without school accounts
  • Schedule regular time (such as during a staff meeting) for your building to discuss accommodations for those without internet that would be appropriate for your school context. (What are other teachers in your building doing? What is working?)
  • Follow accessibility and accommodations for all students with IEPs and 504s

Costs for Families

Internet Access

  • Take advantage of existing internet connections rather than trying to form new ones. (External access points on buildings, access on buses, etc.). 
  • Ensure access points are functional.

Data Privacy

Reviewing Privacy Policies of Online Platforms

  • Review district policies and/or approved-product lists, make updates and provide justifications, as necessary. (i.e. Ensure staff change passwords on a regular basis and provide training on best practices in selecting passwords.) 
  • Standardize as much as possible. 
  • In light of the recent uptick in phishing attempts, review precautions staff should take to secure district information including general guidance for staff.
  • Explore best practices with staff, students and families that pertain to your district (example: follow your district’s procedure for vetting online resources before using them).
  • Periodically review End User License Agreements (EULA) and any associated privacy policies from each vendor.

Health Insurance Portability and Accountability Act (HIPAA) Considerations

  • Ensure all staff know their obligations under HIPAA. Remember that COVID-19 infection and testing information is protected by HIPAA, ADA and other applicable state/federal laws, so exercise caution when responding to presumptive and/or positive cases.

Family Educational Rights and Privacy Act (FERPA) Considerations

  • Ensure all staff know their obligations under FERPA including reviewing protocols addressing personally identifiable information with staff. 
  • Encrypt emails, educate staff on when to send an email, when to password protect a file, when to share a collaborative document and when to snail mail if no encryption method exists. 

Children's Online Privacy Protection Rule (COPPA) and Children's Internal Protection Act (CIPA) Considerations

  • Ensure all staff know their obligations under COPPA and CIPA. 

Americans with Disabilities Act (ADA) Compliance

  • Ensure staff understand the tenets of ADA compliance.
  • Make sure staff understand that publicly posted documents and videos are ADA compliant. Designate a district contact person for ADA compliance that staff members can contact if they have questions. 

Audio/Video Recording

  • Refrain from recording classes/meetings with students and families unless absolutely necessary. Consult your legal representative for more information
  • Avoid taking screenshots with students during video conferencing. Student names and images should not appear on public platforms. Consult your legal representative for more information

Acceptable Use Policy (AUP)

  • Review your district’s AUP and ensure its contents adequately address online instruction. Make sure there is a link in your AUP that gives the school consent to sign on the parent’s behalf (such as applications that require users to be at least 13 years old unless a parent gives permission. For example, “I trust the school district to make decisions about what applications my child can and cannot access.”
  • If your district is one-to-one or is distributing devices to homes, draft a plan for how you will handle broken equipment and personal devices
  • Compare the AUP to your district’s instructional policy and make sure they are aligned
  • Decide who will be responsible for disinfecting the devices. Communicate this decision with families

Video Conferencing Privacy Options

  • Assist families and staff with preparing their video conferencing environments by adopting conferencing norms:
    • Designate a safe, quiet space to work.
    • Exercise sensitivity when requiring students to turn on their video cameras.
    • Provide basic troubleshooting information (such as what to do if a video is choppy).
    • Use blurred backgrounds, if desired.
  • Make mandatory reporter information and training available for staff.

Data Services

COVID-19 Testing

  • In collaboration with your district operations/facilities leaders, collect data on negative and positive COVID-19 tests for staff and students/families. Assist with contact tracing as requested by your local health department.

Adjusting Student Instructional Services (SIS) Platforms in Light of New Scheduling, School Calendars, Grading and/or Attendance Procedures

  • Consult instructional staff and explore SIS platforms regarding grading, attendance and scheduling. Adjust teacher access to information within the SIS, as necessary, to ensure staff have all the information required to meet student needs. 
  • Work with instructional staff to organize and centralize online resources that were compiled during the closure.

Student Assessments Interim/Benchmark 

  • Virtual administration for computer administered assessments
    • Student access
      • FASTBridge (Illuminate student portal)
      • Weblink for all other tools

Review Existing Data

  • Review any existing Spring 2020 data.

Monitoring Progress and Effectiveness

  • Plan for collecting the following data:
    • Attendance/Engagement
    • Academics (which standards were taught in each course and how close are students to mastery?)
    • Behavior/Mental Health/Social-Emotional Wellbeing/Mental Health Referrals for students and staff
    • Compliance and effectiveness of accommodations
  • Review technology support tickets and inventory frequently as a way of understanding the quality and progress of technology processes in your district.

Collecting Reliable Information

  • How you gather data is important. There are multiple ways to collect data such as surveys, focus groups/interviews, observations, and tests. Before collecting data, consider whether or not the data you need already exists and, if not, which data collection method will best answer your question. Work with your district’s data coach to implement best practices in data collection. 
  • Best Practices in Survey Design Resource

Storing and Sharing Data

  • Review existing policies around data storage and sharing. 
  • Make updates as necessary.
  • Include in these policies, a plan for how data will be communicated to diverse stakeholders.

Technology Support

Inventorying Technology and Planning for Collection or Distribution as Necessary

Procurement of Equipment as Necessary

  • Ensure all staff have the appropriate devices necessary to do their work.
  • Consider the ways IEPs/504s and IFSPs influence service options and procure new equipment as necessary. Review current IEPs/504s and make sure correct devices are assigned to the students and function wherever instruction takes place.

Technology Support


  • Provide families with support/initial training regarding how to use devices and platforms. Communicate this in major home languages, if possible.
  • Publish clear troubleshooting guidelines. Who will serve as your district’s technology contact? Provide district contact information that staff can contact with questions or concerns.



  • Conduct a capacity assessment to determine whether or not your IT department is adequately staffed to handle these new digital models of instruction.
  • Review the spring challenges and successes to determine future support needs for staff.

Supporting Families

  • Tell students and families who they should contact with technology issues or questions. (This could be the classroom teacher, a school secretary, or a different person depending on district capacity.)
  • This contact can troubleshoot and escalate issues, as appropriate.

Child Care Accommodations for Working Parents

Safety Assurances

Helping Children with Big Feelings During COVID 19

Recommendation to use this as a reference tool for monitoring, preparing and cleaning the space. This aligns with the LARA guidelines as well. 

COVID 19 Prevention Considerations for Schools

  • Page 10 Cleaning and disinfecting,
  • page 11 monitoring for symptoms
  • page 12 preparing the physical space

Early Childhood and Child Care Programs

Early childhood and child care programs are governed by both MDE and Michigan Licensing and Regulatory Affairs (LARA). Parents must have a back up plan if a school-based center switches between phases. In addition, both documents are similar, but not completely in alignment. Guidance  differs on topics such group size, health screenings, and the use of a face covering. Our recommendation is that the most stringent guideline must be followed. 

When You Can you be Around Others After You Had or Likely Had COVID-19 (CDC)

Mt. Vernon Community School Corporation

  • See page 4 of this document- discusses families responsibilities around the health of their child in attendance at school or childcare.

American Association of Pediatrics COVID-19 Planning considerations for school reopening

  • High and low priority focus area recommendations for Pre-K and elementary students have been made in this document. Recommendation to use this as a reference tool.  

Communicate with Families about Safety

Communicate with families how teachers are allowing children to learn safely in appropriate ways focusing on what children can do vs. what they cannot do. Our recommendation is that teachers use:

Mask Wearing

Mask wearing is highly recommended for Pre K-5, required for grades 6-12 and all adults who can wear one. Recommendation for consistency and for teachers to teach both parents and children the hows and whys of mask wearing. 

  • Facial coverings may be homemade or disposable level-one (basic) grade surgical masks.
  • Staff should implement regular facial covering breaks throughout the day.
  • Clean facial coverings must be worn daily. 
  • Provide explicit instructions on wearing face coverings and how to take a break. Consider putting masks for young students on a lanyard.
  • Provide periodic "mask breaks" during the day, such as when going outside. 
  • Consider the needs of students that read lips for communication. 
  • Ask students to practice wearing the mask for 2-3 hours before school starts in August. 

Recommendation that all age groups would be required to wear a mask in before and after school care settings where children are not in normal classroom cohorts. See LARA guidelines and MI Safe Roadmap

Hygiene and Hand Washing

  • Recommendation to use hand sanitizer on the bus in a supervised manner - required to use upon entry and exit. Children will then wash their hands with soap and water upon entering the building.  
  • Teach and reinforce handwashing with soap and water for at least 20 seconds and/or the safe use of hand sanitizer that contains at least 60% alcohol.
  • Educate staff and students on how to cough and sneeze into their elbows, or to cover with a tissue. Used tissues should be thrown in the trash and hands washed immediately using proper hand hygiene techniques.
  • Students and teachers must have scheduled handwashing with soap and water every 2-3 hours.
  • Limit sharing of personal items and supplies such as writing utensils.
  • Keep students’ personal items separate and in individually labeled cubbies, containers, or lockers.
  • Limit use of classroom materials to small groups and disinfect between use, or provide adequate supplies to assign for individual student use.
  • Create a video for face coverings and cleaning, coughing, sneezing, etc.
  • Take breaks for hand washing and sanitizing (maybe aligned with mask breaks)
  • Staggered release (passing time)
  • Use sanitizer often (as a substitute for hand washing)
  • Students must either bring a clean face covering or use a school-provided mask.
  • If children are riding to school in a transportation method other than a district bus they should use a sanitizing station before entering the school and wash their hands once in the classroom.  Parents should drop children off outside of the school and not be permitted to enter the building. Refer to LARA guidelines and MI Safe School Roadmap
  • Post child friendly visuals for use/align these with Positive Behavioral Interventions and Supports (PBIS) visuals

All schools, public and private, must cooperate with the local public health department if a confirmed case of COVID-19 is identified, and in particular, must collect the contact information for any close contacts of the affected individual from two days before he or she showed symptoms to the time when he or she was last present at the school. Refer to LARA Guidelines


Cost of Childcare

Recommendation for districts to provide the following links to parents to give resources for childcare cost assistance. 

Recommendation to provide student parents information for grants available for child care. 

Accessibility and Availability


Childcare Collective Toolkit 

Assistance in the form of providing Background checks. Recommends structures for creating safe community groups. It addresses the need for childcare because of lack of facilities or when schools and centers are shut down and families need to minimize the risk of spreading COVID-19 and still need their children safely cared for. Makes contract tracing easier.

Contact Community Education Director for your District or Rural Community Education Contacts


Childcare Collective Toolkit
Assistance in the form of providing Background checks.Recommends structures for creating safe community groups.It addresses the need for childcare because of lack of facilities or when schools and centers are shut down and families need to minimize the risk of spreading COVID-19 and still need their children safely cared for. Makes contract tracing easier.

Contact Community Education Director for your District


Childcare Collective Toolkit
Assistance in the form of providing Background checks. Recommends structures for creating safe community groups.It addresses the need for childcare because of lack of facilities or when schools and centers are shut down and families need to minimize the risk of spreading COVID-19 and still need their children safely cared for.Makes contract tracing easier.

Contact Community Education Director for your District

Parent Considerations

Survey of Families in Eaton, Clinton and Ingham County
Families express their fears and concerns about returning to school, their accessibility to childcare, internet technology and concerns about clear communication from school districts. This should be used to improve communication and address the diverse needs of families.

Working from home with children

The following resources are recommended to be available to parents who need to work from home while children are also home from school.

Common Language Used for All Articles:

  • Set up a workstation, create boundaries/rules
  • Divvy up childcare (among spouses, neighborhood groups, older children)
  • Create modified schedules/routines and stick to it (for yourself and the kids), make the commitment
  • Work in bursts (do some work, do some parenting, do some chores … repeat)
  • May work early in the morning or late at night to accommodate parenting needs at home, may need to work weekends and take days off during week
  • Keep your mental health in check, take breaks, go for walks and breathe

Resources for Parents to Advocate to work from Home

Community Partnerships

Food Availability/ Distribution

Greater Lansing Food Bank (GLFB)

For information on locating your nearest food pantry, mobile food distribution and/or other emergency food resources, call the GLFB main warehouse line at 517.908.3680 between the hours of 9:00 am to 4:00 pm, Monday-Friday.

GLFB Assistance Line

  • For help applying for Bridge Card (SNAP, EBT), call the GLFB Assistance Line at (517) 899-9457 between the hours of 9:00 a.m.-4:00 p.m., Monday-Friday. OR
  • Fill out the SNAP Application Assistance Form, and someone will be in contact with you soon.

United Way 2-1-1 Emergency Resource Lookup

For 24/7 assistance in locating your nearest emergency food resource, dial 2-1-1. This will connect you to a United Way 2-1-1 call center location. The operator will ask you a few basic questions (family size, location, etc.) and will provide you with the nearest food distribution location.

City of Lansing Mobile Food Pantry weekly 

Note: This offering is for City of Lansing residents. All participants must bring a valid state identification card, driver's license or other proof of residency in the City of Lansing. For more information, call 517.908.3680.

Mobile Farmers Market (summer only)

Operating at six Lansing sites and geared toward low income families, accept cash, credit/debit, EBT, WIC Project Fresh and Senior Market Fresh Coupons. The location schedule is listed in this article.

Blessings Pantry

  • Located outside of H.U.B. (Heritage United Brethren church)
  • 1050 Dakin St. Dansville, MI (in front of elementary school)
  • Available 24/7

Mason Area Community Fund

  • Phone: 211 (covers Dansville and Mason)

Dansville Food Bank

  • (includes clothing and personal hygiene products)             
  • 1360 Mason Street (Village Hall)
  • 517.623.039, Thursdays 9 am to 12 noon

Holt Community Food Bank

You will need to schedule an appointment for a food order by calling 517.694.9307.
Open Monday 9-11:00 am and Tuesday-Thursday 5pm-7pm.

Ingham County Food Resources

Safe Study Space

Family Growth Center
Provides FREE drop in care for children 6 weeks to 5 years of age. (For our younger learners in the Lansing area, TK and K)

Educational Child Care Center 

Mental Health Supports

Social Emotional Supports (Michigan.Gov)

Support, Resources and Training for Families in Learning at Home

Family Learning Connection Roadmap to Success

Great resource to walk parents how to support at home and get the conversation going as to what to look for at home, and how to talk with teachers. Needs to be updated with current curriculum supports; ThinkCentral, Google Classroom, etc.

Parenting Resources (Ingham Great Start Collaborative

Parent Guides for Google Classroom, Seesaw, & Google Meets in multiple languages

Capital Area District Libraries

CADL has digital and print resources to support families and students. CADL also has a variety of “things” that can be checked out including wifi hotspots, Raising Reader Backpacks, Early Literacy Launchpads and much much more.We also provide technology support through one on one tutoring sessions and programming. We offer expert Readers Advisory services for all ages. In our facilities we provide access to wifi and public computers, faxing, printing, copying, and scanning. 

Contact your local branch for more information.

Or contact:

  • Jolee Hamlin
  • Associate Director of Public Service 
  • 517.367.0810

Support and Resources for Teachers

MSU Liaison for Translators & Interpreters

  • Mary Hennessey

Websites for Parent Engagement (Some in multiple languages)

Public Awareness

Who Are We and Who Do We Serve

Consider following  page 11 from the MI Safe Schools Roadmap 
Instead of the at risk group we serve, this could represent who sat on the planning team for the reopening work, so families could see representation that was included. District could also consider something similar to page 4 and 5 of the MI Safe School Roadmap.

Sample Survey could be used - Demographic Survey - Make a Copy

The following recommendations were made in response to Governor Whitmer's Phase 4 Safety Protocols. 

General Safety


  • All staff must wear face masks except for meals. Exceptions will be made for staff that cannot medically tolerate a mask. 
  • Students in grades 6-12 must wear a mask at all times except for meals. Exceptions will be made for students that cannot medically tolerate a mask. 
  • Masks should be worn in hallways and common areas by preschool through grade 12 students in the building except for during meals. Exceptions will be made for students that cannot medically tolerate a mask.
  • Students in kindergarten through grade 5 wear masks. 
  • Encourage families to have five masks for each student so that they can use a different one each day and wash on the weekends
  • Follow county-wide guidance when setting mask policies for students in preschool and students with special needs. Remember that masks should never be used on children under the age of two. 
  • Define a quarantine area in each building. If that area is in the office, use a portable wall. 

Cleaning and Disinfecting

  • Draft custodial disinfectant schedules. 
  • Provide necessary staff with Clorox wipes, approved disinfectants, face shields, and masks for the first four months of school. 

Other Safety Measures

  • Staff must answer health questions daily before or upon arriving at work.      
  • Hang plastic barriers in office areas. Contact Mid-Michigan Glassworks or call  517.655.1509 for questions. 
  • Assign technology devices to students when possible to limit the number of individuals touching the same device.


  • All students must wear masks.
  • Do not allow seat changes.
  • Family members should sit together. 
  • Have an extra person on the bus to supervise and cleanse between runs.

Entering School

  • Determine an entry door and exit door.
  • Place 6-foot markers on outside sidewalks.
  • Determine traffic patterns for hallways.
  • Only allow essential volunteers to enter school buildings. 
  • Parents/Guardians must wear masks and use hand sanitizer while in school buildings.
  • Create a COVID-19 questionnaire for new student registrations.

Hand washing Schedules

  • Schedule handwashing times during the school day.
    • Wash at the start of the day.
    • Wash before and after recess/lunch.
    • Wash before/after class changes in elementary buildings.
    • Use hand sanitizer before boarding the bus.
  • Playground structures must undergo normal routine cleaning, but the use of an Environmental Protection Agency (EPA)-approved disinfectant is unnecessary.
  • Regularly disinfect common printers, copiers, technology labs, door handles, toilets, and drinking fountains. Develop a schedule for custodians.
  • Collaborate with your district's technology department on ways to safely disinfect Chromebooks/computers, tablets, and remotes.


  • Do not have open food stations. 
  • Add an additional barrier at serving windows.
  • Have students eat in classrooms. Implement classroom rotations to retrieve lunches from the lunchroom. This will require extra supervision at the elementary level. 
  • Adjust recess and lunch schedules to give more time for lunch transitions.

In the classroom

  • Have all tables/desks face forward. 
  • Do not allow students to share school supplies. 
  • Encourage students to bring their own water bottles.
  • If able, do not allow students to share technology. Shared devices must be disinfected between uses.
  • Open windows when possible.

Class changes

  • Develop traffic patterns in the hallways.    
  • Masks must be worn. 
  • Maintain distance between students.
  • CA rooms must have surfaces wiped down between classes.
  • Consider using the last few minutes of class time to wipe down tables and chairs.

Reported Illness and Action Plan

  • Adopt a strict and uniform policy regarding illness.
    • Students and staff must be fever-free without medication for no less than 24 hours before returning to school.
    • Symptomatic students and staff with cough or other symptoms must be tested before returning to school.  This return must be accompanied by a note from the doctor indicating that it’s safe to return. (Place the note in the note in the cumulative record folder.)
    • Consult statewide pupil accounting guidance form attendance policies in light of COVID-19. Communicate any chances with staff and families. 
  • Determine an isolation area for students with fever or other symptoms. Determine who will care for isolated students
  • Have an action plan from parents/guardians as to how they will quickly retrieve their students in the event of a phone call home.
  • To minimize lapses in learning, have a printed plan regarding remote learning that can be sent to students required to stay home for an extended period of time due to COVID-19 symptoms, quarantines, or infections. 
  • Draft a common letter to send to parents/guardians regarding a positive result from a staff member or student.
  • Have a classroom- and school-level plan of action should there be a positive case of COVID-19.

Educator Training/Professional Development

Educator Training/PD

Coronavirus Disease 2019 (COVID-19) Related

Prioritize mandatory training for staff, before the beginning of the school year, that covers signs and symptoms of COVID-19, Standard Public Health protocols, Hygiene Practices, personal protection equipment (PPE), reporting illnesses and supporting social-emotional learning (SEL). Plan ongoing training as changes occur in recommendations and public health data.


Plan to provide teacher and staff professional development related to use of technology platforms, training on supporting and giving feedback to students training on the accessibility needs of students with disabilities and training on effective student engagement (by grade level). Consider training for substitute teachers when possible (long-term subs).

Really focus on ways for teachers to be able to share their knowledge, continuously learnand exchange ideas, successes and failures around remote learning.

Mental Health

Provide professional learning to build educators capacity to support students’ SEL and also their own mental health and wellness. Topics such as: active listening, compassion, relationship building, trauma-informed practices, identification of students at risk, proper local referral protocols and self-care to promote holistic wellness and resilience and to prevent burnout, resiliency strategies and vicarious trauma.


Training for teachers on accessing and using the school’s digital systems and tools and workshops for families to build digital literacy (in regard to communicating with families through multiple modes).

Collective Bargaining and Staffing

Staffing & Class Size

  • Class sizes should be small enough to accommodate six feet of space between students 
  • Ensure options for flexible worksites (e.g. telework) and flexible work hours (e.g. staggered shifts) are available and used when needed. 
  • Ensure students are kept together in small groups with dedicated staff and remain with the same group throughout the day, every day, if possible.
  • Support school personnel who meet criteria for high-risk populations 
  • Develop protocols for communicating possible COVID-19 exposure to staff
  • Properly communicate leave notification requirements to staff members

Safety Training (collaborate with operations)

  • Educate staff regarding when they should stay home if they have COVID-19 symptoms, have been diagnosed, are waiting for test results or have been exposed to someone with symptoms or a confirmed or suspected case, and when they can return to school 
  • Train staff on proper use, removal and washing of cloth face coverings and other PPE. (CDC’s K-12 Schools Readiness and Planning Tool)
  • Train staff on all safety protocols. (Cleaning materials, what to do if a student is sick, etc. (CDC’s K-12 Schools Readiness and Planning Tool)


  • Provide counseling on-demand for staff 
  • Protect planning time, access to restrooms and appropriate breaks for staff members working in school buildings.
  • Staff members who are supporting virtual instruction should be protected by guidelines related to communication from staff to students/families to ensure staff members’ responsibilities in their own home are not jeopardized.
  • Teachers and staff who are responsible for in-person instruction should not be expected to simultaneously respond to students’ questions about virtual assignments or provide virtual instruction during their in-person class time.
  • If a teacher needs to be out of the building due to personal or family illness, supports must be in place to accommodate this change.
  • Provide personal protection equipment for staff and enforce safety-related best practices to help reduce stress in the workplace (school).
  • Provide a safe space/forum for staff to express concerns and or challenges they are facing.
  • Provide opportunities for staff to engage in virtual/in-person optional “trainings” related to stress management, mental health, self-care.

Please refer to Whole Child in Scenario 1 or Scenario 3 as appropriate.